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ompotant key to dayMopmentand to povety 0kw0togaU
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"Education...is theseed and flowerof dev&oprnment."
> - I-I'tl'bisot'l;lnd Nivers
Education opens doorsand empowers.For people, it opens uip a worldc of opportunities,
reduces the burden of disease and poverty, and
gives greater voice in society. For nations, it opens
doors to economic and social prosperity, spurrecl by
a dynamic workforce and well-informed citizenry
able to compete and cooperate in the global arena..
Why fnvest in Educatlon? 1Because education is a powerful lever forpoverty reduction and economic growth...
Education empowers people to take charge of their lives and make
informied choices
It gives voice to the disadvantaged and is fundamental to construLcting
democratic societies
It fosters equity and social cohesion by-1 R ^ }j_ i _ providing people with access to procluctive
21asbets suchI as land and capital, ancl by
___ w E S ^ ^ increasing labor mobility and earnings poten-tial An additional year of schooling raises
- * \ ' A ^ incomes by 10 percent, on average (ancl by
much more, in low-income cotiitries)
It promotes sustained, job-creating eco-nomic growth and is key to attainmentof the Millennium Development Goals
- F k- (box); no country has ever achieved eco-
minomlc growth without reachiing a critical
; - w i | \ th~tlresliolcl of aboLIt 40 percent In Its acLlultliteracy rate
It builds globally competitive economies by helping couLntries to clevelop
a skillecl, productive labor force and to create, apply, and spread new icleas
and techlnologies
It promotes good health by encotiraginig childlen to practice healtlhybehaviors and avoic risky ones; giving youth the knowledge andl values
to avoid contracting cliseases stich as HIV/AIDS; and empowering women to
have fewer children and better care for themiiselves and their families
2
Girls' education is a top-ranked -
social investment:
A year of schooling for the motherrecluces chilcd mortality by about 10%
An additional year of female edLuca-
tion reduces the total fertility rate by i0 23 births
EdIducated women are more likely to
sencd their children to-and keep \them in-schiool
An increase of I percenitage point in
the share of women with secondaryeducation is estimated to raise per capita income by 0 3 percentage points
Education increases wvomen's proCLuctIviLty and participation in the
work force
Educated woomen are better able to Lise environlmnentally friendly teclnologies
Education:Key to attaining the 2015 Millennium Development Goals
Education can go far in helping countries achieve the landmark MillenniumDevelopment Goals (MDGs), adopted by 189 countries and major development partnersin September 2000 The goals require that, by 2015, countries
Eradicate extreme poverty and hunger. Achieve universal primary education
Promote gender equality and empower women. Reduce child mortality
Improve maternal healthCombat HIV/AIDS, malaria, and other diseases
, Ensure environmental sustainabilityI Develop a global partnership for development
3
-*7
... and because countries continue to face enormousaccess, equity, quality and resource challengesin education
AccessD)espite pro)gre%%, (ncr 1I 13 million chlildren iged 6 to 11 (ahout I in 5)
lack accessi to) primlnay .school.
P ri in aEN el rI ninc Eli lUt (70111 pOlci iXi()l tEltUiS 1t2c5 a EQ Iwstil l S Ul -Satl.ll;ian Atric;:Il11l(1 S(o)lti] Asia \Vi cNii-l 10g'e let' :lccoiiiir fltt Eo'lioDst of) tile' \V01Xi'Ci' 0(1-)Il-O
schlool cliii U re i
l()\X-iEC(7]]C C')illi' i Inequities persist across countries and regionsAverage year of scolnopeted
well hzelIlIw\ lIlies Ell richl97 98
:(71Il Elrietlt ( 1()'2 vs 70%)'/).* r
IeEi'iIIE elE( t{lelEllltiEll El'-
99)t7 wa';s 10%/ Ell leSssJ- . -
c I t\ ti(lee1tcl (1l I)11 t I i trS .ies=R: ' ._ - , _7tH-
(DElCOI C^OllElt ieBS Sub Souulh Asia Middle Lutia Transitio Industril1Sahcaran CEsto Amerwa/ Economies zed
Ness,i N' ole h ieiiioty auaIits Anrica North Carlben CountriesAlr ca
4 re'prillter.ttc
4~~~~~~~~~~~~~~~~~~.
EquityAccess is particularly con- Primary Education in Beninstrained for girls, poor chil- Percentage of children reaching each grade
ciren, and children with 119
learniitng disabilities. 16 7
Twvo-thirls of oLlt-of- sChool 85 78
cllildlIeI aI ,girls, wlho a1e 6 7-
ticilalrly aIftecteCd by p0oor fallmi-4
lies' inaibility to pa.y school 39
clia rges fir tU1itiOIl, b)ooks, :iicl 28 2114UllitOIIlloS. Otilhri fbrliers aire
first second third fourth fifth sixthClistanice fromll schlool, poor San- grade grade grade grade grade grade
it.atior, heCusehlolci chloles a1nCIfarm work, andIICI CulturLIe - - Urban boys _ Urban girls
_ Rural boys -_- Rural girls
W0omeIn aICCo)Lltlt ffl()r' ao-)LtL t\VO -
thiirs of 1ll illiter;ttt adclults
An 'nlor'milOLs digital clivicde, exacer;batecl by wveak telecolImlIuLllicalti0liS
illfrlStr'uCtUlt' JICI p300r aICCe'Ss to eletaricity, tillreatens to \vorstl ineqluity
ill edlucLatioll a(cross coulltrits
QualityQuality in the classroom is often low, resultinig in higil dropout ratesand low achiieveanent.
Overcro\wdirlig, a kick of te.laClil-ig Illalteli.lis, oLltdalteC] olr scarce texthooks,
i-elTelVIIt CUTiCUkIta, a IIdC ill-c1 cllifiecd-Or absent-telclhers \ve W ken q cluality
alldl learning alelieCvemelilt
Giveni hiigh oppOlrtilitV costs of eCLucatioll, p1)oo parelIts WithdlrlaxV chil-
clren-especiaIlyll girl s-frol01 loXV-Cuatltity schoolill g
Alimiost a thidcl of all clevelopinig c)ulitly l luSils leae school befc)re Coin-
l)etihig the primiary cycle. Even those \vIlo comIplete it fail to aIttain milli-mumLlil fuilictiollnal litelrlc\
InCleItiVeS for stuclelits to leaCrnl a1re ml;lnIpellecl by \veak economilies anIcl
lack of j(-I)ls
ScielIce e(ILuc;atic)r oltelI lacks the neeclecd labor-aitor-y imiatefialIs; mainy
ullniVe'rSitieS laICk qjUalifiedC p)lrofeSSors. gO(OCI lil)blries a111cl aICCe'Ss to internall-
tiollal peCr'iodicaIls
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IKAOUI 1
A
Our overarching goals ar to 11(helpr C(ULntIi(2S:
Ensur-e thalt, by 2015, every girl anc boy in the cevelopinlg \vorldl hIas
access to and clom1plete-s aI tre and (:0 1 m p LStol-Vily lprilm:;! CCICl tci 0 ll ()f
grolCILKIlitV!
C(olilpete' SulccessftullV inl gloCbal iiimiarkets bDy b)uilCling up a \\vorklorcc ()i
skilledl, dvlnaniic lThC)pIe ab-le t() create and apply k1(\ \legc
World Bank Support forEducation: Our Work Ata GlanceWhat services does the World Bank provide?SoundC] policies, StlrOng, ilnStitLtiOnIS. an1Cd filltnlce a1ll aIre cRCciali tO I-Mog-e1ss
'Tlhe WXTorIdi 13uink tlhuS Suppo)lDrtS edLuCattioll ill dl opC'l0)inl,g COLIeIiCS thll()Lughl
a mix of knowledge and
resource transfers, combining World Bank Lending for Educationlending with "non-lending" In millions of dollars, fiscal year ending June 30
services-policy advice and ana- 2,821
lytical, knowledge-shlaring, andcapacity building services. Wborld
B3anik lerndlinig hl r edlueation a\,er- 1,488 1,385
;agles SI billion 'I yer andcl hals 1,037 62.91,095
exceecdecd $30 billioni since 1963, 3 * - 728 5'78
Wh11eln suIcIh fRIIncliin, fisSt begnl.
Notn-lendling services are vital in FY97 FY98' FY99 FYoo FYOf FY02
helpilng COUlntlies: IDA * IBRD
1'Ic1)l-l1tClnt 1)(A)iCieS a nIcl str.ate(,\f pFY98 lending was boosted to above-average levels due to
1basecl onl soidcl a inalsis ad the globa financ alcrisis
the lessons o.' glolbal expc-ienlce
bluilCl cI Ii!t i nI C01)esCIISLIs arIo()UnCd rl-0r-l1S
mob)niliz.e resou ices frolml other partners
builCi C1cl:)aaCity to Clesignl andC ijl)leIent retlrt pr)grallis
9
Who are our clients? Portfolio of Active Education Projects,6.30.02'1lhe B:ink supl-l3rt IBRI.)- atnid By Subsector, Total number of projects, 153
IDA-eligible cotiintries (I)xl)). Secorndary
.\I'o,ttt I () ecIitC;iticOl tll(jCCts -VC'It' Tertiary
LnCerC- iIIIfleI13tTntatioil ill S1lme hll 17% 14%
(U ltlicS \\"l)l.\'iC"i :15 of Iill* It \ Vocational
20)02, aidirlg LI]) t0 1 trtlil(ti) ()I l - Ed Adjustment 2%
$9.6 hillion. Africa. atnd Latin ECDn 3%
At ne ric:t an13l( tic C(Lairihheali. n cha 15%
,ICC0( _lit Fto A Cf L It lr of tl CsC I'ttj- Priay Other
(2Cts,, W\ithl I-;till AIX-riCelI;W JCC( )LIItiI1(1'-, it Lain AtEa,lyChildhood Developnent
Ftoi tf Ileartgest sit'i C I t 3e p (wrli. InClUdes promject5 co-ewnnere than one su-ecdor
(ab lz(l onez-third() in1 dtoliai tern]1s.
What are IBRD and IDA?For what purposes Word Bank lending is of two types.
do we lend?The Baank's portfolio of education The International Bank for
projects is wide-raniginig. Thevse Reconstruction and Development, IBRD,
prtojects :ICe hCl)ifIit cOilnttiCS. for lends to middle-income and creditworthypoorer countries. As a financially strong
CX:ilipic. cxp:iild 31Cz-schl()ol coCvcr- institution driven by a poverty-reductLion
agC, imprlt LMw thle s)iv)1) a1nlMid (IL;aitV (rather than profit-maximization) objec-
of prillir1 a1td scondlarvy School tive, it provides access to market-rate
tc'lallchs a1n( tlcxtlhoolts. Irpiorntt financing in larger volumes, with longer
IICe:ii111I3(i 3Ut1iti 113 th3toLIri I ,C maturities, and in a more stable mannerthan the market provides. Funding for
Schootflv SvStell 9lovlc ScholarshipsIBRD lending is raised in international
iOr scet inda r-y scht it firis, ciCsit,gt debt capital markets
lin3anicilrI for CliCll- Ci:LICIio01, :It3Clstreni'HIC itesrho()] The International Development
stIef clien1Cl scilti)<l d 131:1t3: I('elVtitt.. Association, IDA, provides long-term
loans, known as "credits", at zero inter-
How have we changed? est to the poorest developing countries.
Education is central to IDA helps build the human capital, poli-
Wo)rkl Banik strategy cies, institutions, and physical infrastruc-
Fuc:ic: tion1 is one tf fiv' ct rp rolt: ture that these countries urgently need
p3ritort'ities in tii' 13,ank's overall to achieve faster, environmentally sus-tainable growth. IDA is funded largely by
,isslstaiee 5tI':ItC-V r; o it Cf1 ) coo tttliCbS contributions, replenished every three
ICCILIC(:C Il)t'. I\stilg in ClfctCi ve years, from the Bank's richer member
deli\r!r\ otf' kNe! SCI\ViCCS suLit Is eCtl- country governments.
10
Cation "Incn healCth1 is 'sUel as Education Lending as a Share of Total Bank LendingIn Percent
kiex: to em11po\vering poor 7.0
peopfle atndl implrro\i1Ig tlle 62- 70
investillent clinlate.
We are focusing more 30
strategically onlpoor countries 60s 70s 80s 90s '00 01 '02
IL)A lenCdinIg folr CdLtiLGI0.t Excludes FY98, which was exceptionally higlh cue totinanciai crisis. ncludiirg FY98, the share is 7.1 percent.
henefUitin g lowXs-i neore counl-
tries. was 7) p)ercent of total
Indcing for eduLaCttioll ill FIYOO-0 92 the perio(I co\erdcl 1y the 12thl
Replenisltiment of cdonior-p-)rovidedl IDA funllClillng cOMIpaCred \\ itllh ;1lO(t 35 pe2r-
ceilt uLnCIer thIe pte\iOis t\V0 I IA relplenisltinernts. Poorest coUntries alre also
ibelnefiting iromli deblt reliet ulnler the Fleavily Inlelbtecl Poor CouIntlies (1-TII'C)nitialtive. w;h iclt .Calls to r freel rCI sot ISeVs toI priOritize SOCi.i aSI spenIinlg
Outcomes, rather than inputs, drive the agendaA glONVillg fOCuIS C)n ouLItCOImeCS laIS Iuleant
more spItDlrOrt for thei Nlillenniunm Lending for infrastructure
De\vclopl)ient Go al of unii\versal Iri6lIrtl1' edtlI- As a share of total lending foreducation, in percent
Cation, It haItS a.so Illomeant <greater stIppoI)rt for 82
policy refo,11 eucaLtion (tuIlit`. a111nd lenig 47
acIiCve1Ietn lltl,atr thanMI inf1aStIuCtulre. 2
Attention to earl) ChieidhoodCI CIeVelopmen�C1t aIs
\vell as conflict ancl HIV/AIDS-\v\Iic-i. 63`69 80-89 00-02
respecti\'ely, boost andl hidicler- eclucltion (o)Lut-
Comlies-is also growinlig.
The Bank is doing things differently1-)i1inig couLntries pr)-ey-!Xre laltionally `ownecld' a idl c()n lpr-IIelmnsi\'e o)\'erty
recuctio.n strategies thlat p1 roNicle a Comml1llon baxsis for a1ll cElonor assistallce
Enigatginig more edtucation partners witlhin counItries-in JM'-OiCula r pI)rerits
ad Coi ImuLllnities
Aclopting .I sector-xvicle, hiolistic aPpt) roatch to a; C(ltl oty'S eCntire
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Education for All:Accelerating progress...by advancing the global agendaReal chalnge can only be broUght about at the country level But the enablingrole of partners can be vital, particularly at the global level A foremilost prior-ity for the Worlcl Bank has been to identify, and nurture. the global conch-tions neecled for achieving Education for All (EFA), as described below
Definng a strategy for achieving EFA has been a crucial first step. Thestrategy calls for strong leaderslhip ancl commitment, reflectecl in adequatedomestic spencing on primary education and educatioll policies focusecd onCIality ancl primaiy schoolcompletion (box) as well as Raising the EFA Bar:efficiency, along wilth special Completion, not Enrollmentattention to the nieedls of p3oor Enrolling in school is not enough It is only whenancl dilsadvantaiged children, In children complete 5 or 6 years of good-qualityparticular girls. primary schooling that learning takes place
The use of completion, rather than enrollment,IBuiLiding consensus on what rates as the EFA target puts 89, rather than 32,constitutes progress-and aid- countries at risk of not achiev ng universal pri-worthiness-has been eCltially mary education In other words, the EFA chal-important. EFA is achievable- lenge is far more serious than earlier realized
13
Education for All: A Dream Gathers Momentum
1990 - Jomtien, ThailandThe world community commits to achieving universal primary
,p. - , enrollment by 2000
April 2002 - Dakar, Senegal.&zr r Acknowledging slow progress, the world community reaffirms
commitment to Education for All
September 2000 - New York, USAh. ^ R -fA A total of 189 countries and their partners adopt the Millennium
I / s t , \Development Goals for 2015, two of the eight goals are drawn fromj( 7$//Zv5 \ EFA (universal primary education, gender equity in education)
July 2001 - Genoa, ItalyThe Group of Eight (G-8) countries establish an EFA task force, to
-_______________ ..... be led by Canada
March 2002 - Monterrey, MexicoInternational leaders adopt the Monterrey Consensus, a partnership linking financialsupport from developed countries to concrete actions by developing countries
April 2002 - Washington, DC, USAThe World Bank's Development Committee-comprising the Board of Governors who rep-resent its member countries-endorses the Bank's proposed EFA Action Plan (which alsoreceives overwhelming support from the international community)
June 2002 - Kananaskis, CanadaThe EFA Fast-Track Initiative-one element of the Action Plan-wins worldwide endorse-ment, identifying a first round of 18 countries eligible for priority financial support and5 countries eligible for intensified policy support
withi the right policies and external support In April 2002, the Bank put for-ward an Action Plan for EFA, preparecl in consultation with governments and
key partners At the heart of the wicdely enclorsecl Plan-seen as a break-througil in bringing EFA withlini reach-is a development compact as clevel-
oping countries reforiml their education systems, in line withi an EFA
scorecard, external partners will extend financial and technical support
Launching the Fast-Track Program has generated strong global momen-tulir A total of 18 eligible pilot countries-12 of them in Africa-will receiveaccelerated donor support to yielcd early lessons ancl demonstrable successes
whichi can be replicated more widely Five other populous coLintries, includ-
14
ing lIldial atndc Wvhichl Mll( 1oile tLO 70 Inl- Prospects for Attaining UniversalPrimary Completion
lioni of the estirmated 113 ilmillioni oLIt-Oil- Total of 155 Countries
school chiilr-en, will receive othel 60
(10o-h4illHInCC) sul)p)0t to hellp tilhemI sp)Ceed
UpD efforts t10 aICdCIdess systelmlic constraints 36
to) pDrcgress. 30 29
Expanding global knowledge on what 24
works, hy draw\vino lessons fromn theCexperience ol cotintries that have heen Achieved On Not on Seriously
pUISLiing EFA. is a vital p;llt of l;Icilitating Track Track Off
plogress. 'lie Bank is systemnatically syn- All Other Regions* Sub-Saharan Africa
thesizing and clisserinating knowlecdge on
successftul EFA eXpelriencef throlulgh the
LJu,caluiori Noles series.
Education for All:Accelerating progress...by supportingcountry effortsAchieving EucaLCitiOn Inoi All will taLke time. SStilstaled Co()lltl-n eAl'0'oit-t0 )Lit
appropriate policies in place, implement reforms. and adceqt.iael\ f'tnlld pli-
miary educa[ito(in-is at thie heart ol: acdlievi ng 'I lA goo'ls Tlhle i 1c ar io mangic
billets. T1hlec World Bank ind otheiri
development palitrier-s are aIctively
enIgageCd \Witli couLItl-ies to adciCI-ess the "More children in school"data, policv: capalcitv. aindc resource or "better quality education"ga.ps in achieving EFA. We ure hielping should not be a tradeoffcoUintries foctIs on the clisadvantaged, Uganda's "big-bang" approach in
On CqLality, and on learning oWtcOImes, the mid-nineties-making primary
aInd cIhCIanne]ilig stippr()t to the school education free and sharply
level as much as possible. To close the increasing public spending on it-g .obal .illaricing g.lp, w. are increasing dramatically increased poor children's
gObal hnancing ga,w ai'e increasing access. But pupil- teacher ando-r ld a hpupil-classroom ratios and test
othe clonor iesouLI-ces. scores initially worsened, although
they are now recovering.Improving access and quality. 13ankl
Uganda's experience highlights thesuipport is dlomllinaltedl hy the aIccess need to carefully balance expansionchalllelnge. \vith flst-gio\vilng recogini- with quality.tion thatt ittention to quality mitst keep
15
Raising future prospectsfor Indian girls
* >,1' j t India's state-implemented DistrictPrimary Education Program has beenhelping to reduce the primary enroll-ment gender gap with Bank support
, vF ' , or -Ca In the state of Uttar Pradesh, home to'W. ji a significant share of the world's out-
. -A &}Jof-school children, girls' enrollmentwas doubled, and the dropout ratea ffi / - i - halved, between 1992 and 2000Success was due to increased infra-structure (Including latrines and
pace (box) To support quality, ancl stuur(icdnglrneadpace (box) Tosupdrinking water facilities), and greater
learning in the classroom, the Bank Is focus on quality, textbook availability,helping to train teachers and school in-service teacher training, andadministrators and ensure their acle- stipends to teachers to improvequate compensaition, improve puLpil- learning materials
teacher alnd pupld-classroom r-atlos,
improve textbook and learning materials, with attention to Issues of lan-
guage-of-instruction, and strengthen the teaching profession, by clevelopingcul-riculumLI ancl teaching standards and upgrading teacher tr,ainilng institutes
Focusing on girls. Female eCLucation is a key contributol to achievement ofnot only EFA but all of the Millennium Development Goals E.fforts are wide-ranging, to help parents appreciate the benefits of girls' eCLucation ancl cope
with the direct and opportunity costs of girls' schioolinig, improve quality andlearning achievement, whiichi affect the perceived (and actIal) value of eclu-
cation; provide sanitary facilities and alleviate other constraints such as cits-tance to school, ancl iiipr-ove the school envii-oniiienit for girls Lby increasingthe presence of qualifiecl female teachers and introCIucing anti-harassmilentpolicies. gender-sensitization training for teachers, and gender-sensitivecurriLcula and textbooks
Helping education systems cope with HIV/AlDS. Education merits uligent
priority in the fight against HIV/AII)S both because of its tremenclous poten-tial. for protecting chilcli'en andc youth from the infection and because of the
epidemic's crippling impact on the sector-teachiers clying or falling ill, andthe resultinig erosion of teaching quality, recducecl access by girls, ancl sharp
16
Helping Africa fight HIV/AIDS
The Bank is:179 "Fast-tracking" support for EFA in 14 African countries, including 11 with HIV
prevalence rates above 2 percentE. Supporting 11 countries in use of the Ed-SIDA planning model, which helps reflect
the impact of HIV/AIDS on the projected supply of and demand for educationE Promoting, in 20 countries, sound school health and sanitation policies, health/
nutrition services, and "life-skills" education, through the multi-partner, community-based Focusing Resources on School Health (FRESH) approach
a% Helping implement multisectoral Multi-Country HIV/AIDS Program (MAP) projectsin 16 countries committed to HIV prevention, with S553 million committed to date
E3 Providing debt relief to free up budgetary resources for spending on health andeducation in 23 countries
increases in the costs of p)roviding ecaUC;1tion. 'Ihe BaliLnk iS hCelpinU,g COUntries
strengt1hen lp0olicies andC cUrricull thilt prool11te educCation ani l J -ItV/FAlDS pre-ventic01; scdle u)p p1or01ess through IllUlti-proiged1 efforts (brox): mob)iliZe
global resourc-Ces nIldl genlerate and shal;re knovIcclge 1on innovatiC)ns and suc-
cessful l appro lchCs, invo:olvilln, for examp1J_le, VouttIt-to-ys}ti1 p)eer co"unseliilig
or popularl televisionl.
Promotinig Early Childhood Africa: A strong case for ECD...
Developmytient (ECD). 1(C El Infant mortality, at 92 per 1,000 liveprogr:t-is have pr(ven benefits births, is the world's highestfotr a child's early years, wvhich 1 Of the African children who survive to
ai-e critical for overldl (levelolp- the age of 6, nearly a third are stunted
mzelnt. ECD Ilrog-rllis hielp to El Over 95 percent of Africa's 5 to 6-year
incr-ealse acaleadrnic aIchievemnent olds have no access to pre-schools
andl reuceCL drolpouAt and clelin- El Female-headed households-and neg-lected young-are rising in number
CJUCIy 'Ihe \Vorld l3ank has Mt The well-being of war-affected childrenincreaised investment in ECD is particularly at risk
progrl;lms every, yeaIr since1990, to a Cumulative totali ol ... and the Bank's response$1.2 billion through 2002. Working w th key partners and a growing
'YoTget her \vith p;artners, the number of interested governments, the
Bank is help-)ing coUntries Bank's ECD portfolio in Africa has risen 10-implement EICD 1progr:iris by' fold since the early '90s and will continue
to expand. ECD is vital for Africa to realizestrenoth1enig plartn rshil)s \vithtrhening lxiltilcisiliPs progress in EFA
17
Corlr111Lirt1ities :rs vWil as NC;Os inicl the plivte sect( r (such as S:ave tlh
Children. the AgW Klein louLi11CLtion. and Srrhililllne Beechlinll); incre.sintg
Ioc:tl C,:iIcritv; CstalNisling links wvith school ltc:iltl and niitltit(l:
CleCenItrAiii/ing i ti'lcICtic'it;ationi to I C.11 I litniCi pa litiCS l' ;iSing: tI\%V: I reneSS
aInd reinrc0n1g siiudund Childcrealring p-ractrices: .an1 p rooting exch:llnge of
ini'o IMI'ti'ori iii thILI ol-lti a Ill intcrriet-lh asetd C 1) 1DK no\\\ led 'g 13Bisc
Protecting EFA prospects in post-Education for Peace in coflict coutries. bout 3 ci-Colombia
tri s in t ic tihroes ol a rilledl Conflict
In late 2001, policymakers, mayors, sur- e amng those estialiltcd to h:e
vivors of massacres, former- street chil- .senrusi '-- ( r: ck- in terms (
dren, and artists gathered in Medellin,Colombia to establish an "education for prrosp ects for achieving EFA. Warspeace" network. The Bank-sponsored \wreak: halvoc oni enrollment (as chil-workshop was an action-oriented forum clren hetColnm rfI'ul lgeCS. orpha;lns, or
to expand successful peace ini atives. soldiers): on s0I -ChOols on teacLhing
One remarkable innovation was the use *1uaKliy onll SCh0ol 1]ManagHeICelt; Ilnd
of dance and music to help victimized On reSotirc(eS tOr' edC ation. '['The ank
youths overcome their trauma. hats b)eet'n liplding Illmany aIffected
Co:)iLnllis relblild ;mcd re-eqlLilp
schools: train ltlichers: and helpI) tIran;latlJ;ized childrelln-atl ;, ChIaIllenIge Where
data, tchnicall ca pa city v inCI leatdershi i) -tIre \vca 'k'hie Blimik is alIso commit-
tedC bo shar1t-ing lessons le;arnefd ill pst-Col-IliCt Colintlrie-s Coordil'n6tin0 W\'itlh
Imuliple donosC0 1S plartiCulrly tOr EFA Fist-'T'rack CoUntries lMg:rnd:r Ethioupiil
Dem1o0CratiC Rel'DhhiC ol CoIklo): LIn: nd ConVening peol)e(f :lIrottnd1 solutions
(box).
Advacllcing aduilt literacy and nrlol-ftornmal edtucation. FxI)planing literacy
an11d eduCIaICtion for rIduIltS aInd oUt-Of-SChool yOulith is 11) ilmlpOl't:int parl't fot
aichieving ECILICttion for All. 1'hI MD'llGS Call fo)r' g:liins ill the literac'v rate of,
15-24 Ve'Ir-o(ldls ir;)l-tirlirl.l1V \vi rilin. 'Ilic Binrk llhas stilplp,ortel riven 100 clit-
f'rent aId<ult litlerICV Ilnd edCulcation pnr'Ogr'.irlls over the lrsrt 30 yeatrs. byaidldr'essirio tilc needs of school dropolrts ind chlildll-eri ill remllote ir'eras aild
at risk (Al DS orirlins. street ClliildCrril), With hlbSiC CeduCtionC) :0 JI lifelOlrg
leallllrig f'Or' illitcritec \vo011cn, eSpeCi;illyriimothers, rInd pDoOIt arnid lisadv:i rl-
t_ged pe)opl-C lIurClill projects:0j itS p SI rtirg :iri:vsis: dr-a\'ing' lessons fri(rii
c'0o,tirit r Xv epricnce: cxp.ricirng the kno\wledoc ba;ISe (hIN)o Strenrlhetling
18
in.clusion of- literacv Cncernc s i- 5-X ; I(LI t i On Str;Ite i S: supLIp-Orting
skills trainiing and incomile-generating activitics: and increasingly involving
re.lI'lS, ComullnllllitiCS, ancld NGOs.
Skills and Literacy Training: Some Lessons
Lessons from the Bank's work in skills and literacy training include the following:IN0 Education and training programs for very poor adults need to offer concrete and
immediate benefits to ensure and sustain interest1 Organizations dealing with livelihoods, rather than education, seem better able to
design and deliver livelihood and literacy trainingE Greater autonomy-with accountability-is important for local governments, as are
stronger alliances with NGOsE Programs work better for groups with a common interest, rather than for individu-
als, and if instruction is participatory and interactive
World Bank Support forEducation: StrengtheningCompetitiveness in theKnowNledge EconomyIt is ilJo7possitble to h.7aic) rt co( i plelte eLeltio .Xol e %systeii .ibuit tilt (1r)1)p0-
pr/viate aiidl stri-ong hcigbher eduicaitioni systemh.. .. T haue 'to bawie centers o/
excelleni.e andl learning,f (11(cl t)aililint iJf V1ol (1c-c goingr, 1o (1LlVuli/ce fi7e
issUte )f'pot er tv anid deveelolmiceit i/ developingL C(roltt1 nies.
-,iulles 1). \Wolfensolin. Nlarch 2000
To compete in tocday's knowleclge-clriven economy ancl shiftilng global mar-
kets, countries neecl a flexible wvorkforce of skilledl, cln:rinic \vorkers able to
create anid kno\vIedge. Thley neecl stroLig secondary and tertiary eCdIICI-
tion systerns to fully pail-ticilpaite in the knoxvlecdge and infol-rmialtioln revolu-
ti(:)n-and tO train al high-cJUality pool of teachers and education admini-strators. They neecl increalsed calpa.city for innovation thrOLugIl reserchl-cl anICI
science and technology. Thle \Worcl 13ank recogtnizes that WithoLit these
e1'orts. counltlies risk ta cing a ,roNvi ni techIInlo__'i cal aacl leatrnlilng dividce anicI
is pwoividiing SUppC)l't ill mny wasys.
19
PIlE81LIi)l!18 IUI).ILi~LIE8j.I~i 3LIiii7II~IL 8IL8iLPI i.)1L ~lLi ~I),11 A0.1CL LI.7
-AOiI,3 LIII 'TLIi8S7lI4 'LIC)IjL`IULI7)LLI$)jdttI~iUqfIE •1! 1( tjCi PI-ME lJ l LOiIV)Ii)7) AlE
ci ci C'CIU d 1;:)iI)),) C.) 1 '1.1) L I .IA\1 LI LIV`( I L ' LI L 'II I'71:'\t L I() 11 J 71 1 '\ i 1
-!ELzL 71
Ifl t9.,1.,tiA\ 8 L LI tI A11hEl flLII 711C 171 '' Li1 LI '- .I-)Iil L", < LIE x171LI7)I)s
Ul' q111''I I i7 Ep.ThII yI .19,') 'LLIIdIL 1L[ -)ICiiPI!)i) P1ii.')LI DiLiC )LLI.I. .A1l!.J N1,moI!1 JSII 1( !8LII II '1(17!7 " 1""71 8j)17L1Ml Ill 17 1 (IILl <;'1)7111' I3Dii ! E ll [9i 71DLI 1788811L E
!o k1. 1 ''oill~:mp;) i'Jl''Ll ': '' 1. Ifj71 DIl8 E1l_idP(
'.101-.9 LpI.lls J.oolcllls~
LIED 81!)LI1~1E LI71LLICJOi71A71i) JI71LiIIII LIII >ILWIj D)III A\AI) _LiAILI1 ! jA\1i'~111
L1 li 1 siAt <;lu;[Ll u 711UU -' 1 t)tl:[\\ LI[ 1 IIA\ [ILIE- ILI71LL1di_)A!1..7p LIl LI")Il
LII)181\ II (1I 71A7Ip 87!11'JLI *11 (4'!-ll" 7)1'1) I p1 \1111) 110C I.LII, Ii0lDI1[iQ -)ELI7V
-DA.tI9 111(0!-.9 lo '1" IVII)Ci( SSSLI l) 887171 DiIi 1I)i71 DII'!7I CIE Il)A-)I 1AcLIdLIi L II
-ICII!) 1)A- LI.71 81 Li 1.11c 1ILI '-81 JILL. P)A ( 1' LLI (971 L '1
Si I 0LU 1 1' 87 LIP j \I
I""UI,C1,_-0Il,0661 9961 v 9 9 '9LI ;9L6MJs 9L 0L6 9961 a1 996 Ix"
tioo1bpmiapa Im aj, 0
UIttS'11:), l ''99 j', lT, LIol ls 1.0CCII IW t1 _9'' )'' LLI()'"!II-- Ipp!'LL [():I ''i''
! -LLI(- lU AV.) _10 LIIHwi )LI] D.Wl SAD.1Il(SAI I)L11' 'A8IIIIN) ' i\:1'i)
X.t j t .I. LLIt Jd Ir.rA\ ,'\z.I -stIV`_) 1( )A11 115 l ('"'1"`_''11j "9I l.,101 ,l
p~~~~lflq~~~~~~~JItlIP3lp eJUwp6°l10
0661 986l Z86l 8i61 VL61 Oi61 9961 Z961, 8561
9
eudpde upIn) 61 =O -SJ Upue eDsA dpue 8 _
ol anp a:)uajall!(]
abpalmoul ol
paIncIppe a:)uajaJJ!CI _ 79o0 0eajo,, lo D!!qndaH
sjpiiop sn 5861. JO spuesnoq; ul4}mOJ9 D!IWOUOD3 pue abpajmouMj
Lifelong learniing and digital divideA fortlhcomiiing paper oni lifelong learn1illng will explore broadler collccpts of
ccluCcation-d-clriVell b) rapidl olhso1 esce-lce (f sofkitts ncl tl I e neecl r learn-
iln( to (earnI'- 1 iC n I Scir)sSta litialI im ph ciCtionS fOr lCeainlilng OLitCOIlleS,
dlelivery imiocdes, teatching skills, ndcl sector iimanacllemet.
Somle S II) :[)o(r)t f(:)r lielong learnillg is a.leatcIly LInclCl- xvwiv. Fo[i exam fple,
Bangladesh-where ad cults aCrege 2.5 yea5 s of eClicatioCl-is plrotiC1ilg
post-literaicy andC] Colltilli-ing0 CCedCuttiOnl tO n1e(-literates throulugh a Stronclge
non-forli i ecluctionll progrli. More aclamncdcl Chile, on1 the2 other limndc,
is bUillinlg a lifelong learin syNstell With invi`lVVClllet of priv:Ite employ-ers atlnc w-orkers, ifCUsil1g (oI aCCeSS, CfLKIlity. C(litV. andC] i uStitL1tition J
strelngthelling for secondcarly aIndc tertialry tchlnic.ll s,cl us S.
Technology can transform lealrnlillg, by imlploVilng b0oth aIccess a1ndC Cqull-
itv. Ill 19(7-2001 ImloIre thai three-foLilthS Of WVOIrICl Bak-l-iamcect eCdIICI-
tiOnl prIojeCtS inlCidCedCI Cdistalce e(iiucatiOli (prilint andlC radlii 'IS well Is\vick o-corlferncllcillg. c(h)plllilters, aICI the Intern1etl), ecllcati(o)ll tech1nology,
illiIoIll;Iti(ll nanld comll-ill-ollictiC) n s IeeCh noh0 gy (`CT), OrI CCiLIttiOLil oninil lage-
mlelnt illformtllhtniOl SySte'ills compollellts.
21
}; @- i Wo r ld ean kI' '3 Support for
Educationo1-xA1 X Our Broader
R ~ Educatlon\ Agenda
Putting Education inthe Broader
t. / Development ContextThe WoirId Bank recognizes that eclucation out-
* G, -f {.. t comes depend heavily on policies ancl factors
?r --- - k beyoncl the eCducation sector
Collaborating with sectors affecting or affected by education In fiscal
2002, 24 new Bank-financed operations in other sectors also provicded sup-
port for eclucation In financial term-ls, such support added up to $430 mll-lhon-over a third of total lending for educatuonl projects in fiscal 2002
Examples include:
O Helping countries to use the education 'vaccine' in preventing HIV/AIIDS
C1 Supporting school health programs for better learning outcomlies
O Addressing transport, water and sanitation constraints to school access
and attendance
Cl Earmarking funds for education in economy-wice operatlons anld
improving public institLtIols' governance in public expenclitLre manage-
ment operations
O Through the World Bank Institute (the Worlcl Bank's 'training" arm),
building countries' capacity to implement education reforms
El With the International Finance Corporation (a member of the World Bank
Group), identifying opportunities for private collaboration in education
22
Helping coutitries integrate education withini nationial developmelnt
strategy. OuLr sup1)01 to 10 W-incolmle COuntliCs in preparing 1) Poverty
RCedLucti(o)nl Strategy Papers (IPRS1)s) helps eciltcatioll Iil]iiistiies:
ElnSUIe thalt nattiOInal eCCuationl 1l1s111S aInl
tJIagets fealt ire pi)ot1inently in overall Strengthening dialogue
couIntl-y stlategy between Education andFinance min sters through
Ensir-e acletquate l)udIgetarVy seCnClin1g on() edcu- the PRSP process can
Cati(o)n as well as priclrit S use ol FIndS freeCi Up make a big difference to
h1orin cdebt relicf uLicler- the -lIcavily Indebted education outcomes
Ploor CouLItlies (1-111'C) Initiative
l'ro )tote edttcat_ionL0 po)licies thalt Ire povelM ty-locusecl, sLIcIh as elimiinating
uIser fees fol- p1ri ntl; ccl tIUcation:t, an cl alIignirig the schIool caIncl a r xvwitll
local eC'onomlic activity
Our Broader Education Agenda:Promoting results-based innovationNo tWo COUntriCteS-O0 CVxcn txvo tegiOInS xWithin ,t coMtLi -V-'ne the Samell1.
'limees al.sO Chan1(ge. 1For both reason1S. SLtCCCSSfI Cldevelopm)IenIt iS ill ConstaInt
nlecci of' 1eshi thinking ancl conltilnUOUS aIdalptatioIl andC] innOValtion. Only vWith
new anV d 1hoImle-gIOxVIn SOlttionS Can lprc)gIc'SS ill eduLCation le actcccleratecd to
a1 paMCC CommlillenSUra.te xwith the xw'ave (:)f nexv (welneltations of clhilcr-en
inevitallDly on theil xx;ay, most of thenil in thie developing xvc)rlcl.
Support for innovatioln is vital to tailoring the iVoricl iBank's responsse to a
coUintlrVs p:tirticular needs. Whether to strengthlen0 leaIrning ottcOM-es for p1)or
p1e-schlool TLu-tkishl chilcil-cln by training ancl empowering thieirI mothlcrs: tO
recluce I-I IV prevalence aimong African youth by promi1oting ecaILtion C Ies-
sages in Soap operas' on teleViSIOI; (:)r to imprOVC eCILICation ill civesc ways
thlrOughl freCShl apprlolaCheS IS illStltratecl in tllc exlillps l)elxv. the Bank is
deeply ColillmlitteCd to stutpporting reSuItLS-4CcuSeCd i nnovaition by COLItnSieS.
Gciuinlea's eaTcherlI. Eucation6 Learning and Innovation Creclit transfol-rlmed
the teaching environmiiienit betxveen 1998 and 2002. Innovative methods
lecl to aI liLp in teachers tralinCed an71In1ual-ly, frol0m aIbouAt 100 to over 2000,and to faster gains ill entiolilelit, fromil 51 percenlt to 70 percent over the
4-year period.
Seneu'tllis Pilot Femnale Literlicy Project strengthencecl non-formal educa-
tion via private p)xoviclers xvwho xvxorkc'd CIlOSCl' xvithl gra1SSIrOOtS COmlinunIni-
23
ties (with the Uoverflmellnt 'ls Gains in Learning Assessment under Senegal'sPilot Female Literacy Project
;It;lvls ) to Illeet their needs. In percent
E stillnue2d I 'tnetits iludILCeI 75
dclislC ti in:int m01-ortalitv :Is 5.:6
\Vel 1is the 1nLuImb1er- of bir1hs, r -1
nd ;1 23 p'trc ent incr:lSe in 7 r 2F
girls e (:lnr( lihCi lt: so l'i 2((!)00 I,
1\(om11en11 hl;lcl receivedl\(l Iraiznzing Reading Writing Problem solving
hv e';irlyr 2002. Lcirning 1997 2000
aIchicvellemlnt to) sllh(\\c
rencirkal tie g-ains, refllctlinig
hIe. i it J)\d(l cILlaiiV of lilet:lCV tr"iill'
A new futinditig formiutila 0 r icduc :ntion ill Sr-i Lanka llk is di;lkinkg I fhiTUI,
en)Ce InaItion\VidCe. bV StilliikItilng pr11winces t() splCl diiCil ()II (LIa1dity-
enh-tancing learnllillng iwteaurias :ind less oln te:iclhr satlairies. A first
esValuatuin)l1 OI' Sni LlIanas (kcneI EduCtcatioll Projct in 200 1 shoxed thit
edcat;Ltiotl ntesot (LiCeS arC bing clistrilbtec IwIroe eCCquitabl) and that l'o)
24
al ncl disadClvantaged schools .t iCreeciillvg resoulces on aiiun 1-1p1eMCeCltecd
scalleC, While fulncis for CLuallity inputs, sucIh Is tlechling IMaterials, re )tinti
. . i. ,i tllocatedl.
1-E1 Salvlcol`s innlovaltive EIDUtCO prognim hr-oke new 'rouind in comilmu-
nity-based postwar rebuilding of the ecaILIGtioll systCel in thle early
nineties. A nitional stlrt(;egy tr-aislenrillng I)LiliC eCIcaotinl ItiLIclilng to par-
eInts an1d c(rn m11un litiCs to im;i nage schools-hilillg oand I ,iiing tealchlers
maiinttillintg schools, raisilin addiCitio0ntl resources-Went fr ill liftinlg tile
COulntry'S eCIUCationl SyStelmI outt of clisis. EDUiCO conttribuited to mor-e thla90 pelrcell of the expailsiioll in rural aICCCSS dIur-inlg tIle ninttiCS, while Sig-
niificalnltly lowel-ilng teachel aIbsenteeismll-aIndl thIus implovinig cluallity.
An ecdu.cation financinlg and inaniagement reform pioject, cover ing all
Schools Up to l0til grialCe, ha:1S expadil dC] learnllinlg OppOltillitiCS for Armneniin
clhilcdi-enl. with al pivotal clifl'efelice madele by extensive pa.renlt-schiool-go\elrn-
m11en21t consUlta1tion1s a1 newV Textbook Revolving F-ouindaition is making possi-
hle better ancl moie aiffoirckable texthooks: ctirrictIla aie being ilpl-roved;: andC
schiools a;re comllpeting for innovation gialnItlS. ThlC Ir'Sult: Imo(rlC 'fuLlnl tcxt-
hooks, cr-ettive activities, ancl tlnter-nct access fol- childenlil, aInd grealtel school
ca;lpalcity to m1ohilize aInd mnalge extr-hucigetaly resouIces.
Our Broader Education Agenda:Focusing on Poor People\XWhlethie- in pr-om01otilng ECLuca1tio0n toi All () eucaICLtion1 fol the kilowledge
eConoMy all o)Ur worik in the sectoI is aIncholred ill the overarC}ching objective
of Povelrt\' reucLtioll.
Nea,rly hli1f of the worfclds six hillion pcople live on less tihn $2 ai cdy. Some
2 billion more pe ople will be iclecld to the planet in the ncxt 25 years. nea-rly
a.ill of themii in poor- coutris Educction hals ulliCLue potenltial to lift tlese
presenit and fLiuture generaitions out of poXeI-Ly. 13ut pr'OmIlise wVill not hecoCm1e
reallity Wvithlout talrgeteCl effCor-t. To ensuLe thalt its wvorlk in eclicaltion alleviates
poverty, the iorld Bank is focuLsilng 011:
'fhe world's poorest countries: Oveer half ol our active eclucation p-c)ijects
aire in CounltriCS tlht aIre home to the valst maljoiity of pe)ople wvho live on less
thain 2 a day ani wlich ire eligilble for low-cost IDA lencinig (sce box
Onl Bangladesh).
25
Secondary schoolgirls in rural Bangladesh get stipends-and accessto a brighter future
The Female Secondary School Assistance Project, financed by IDA between 1993 and2001, made great strides in expanding access for rural girls-with a range of importantre ated benefits. By providing incentives-stipends-to keep girls in school, the projectcontributed to a doubling of enrollments, delayed marriage, more single-child families,more females employed with higher incomes, reduced dowries, and more confidentyoung women with greater involvement in their children's education.
A follow-up project has lust been launched, continuing to expand access but now alsolinking quality outcomes with stipends and tuition support
Poor and disadvantaged people Brazil's Bolsa Escola: Breakingin middle-inicome countries: Poverty's Vicious CycleOUIt' CCeILIG;tioll lCedncl il l Mliddcle-
Our edLanledninmidl- In 1995 Brazil launched an innovative pro-inctOllicflR' 13-14-'igiI-)1(' CoLIltit'-cs-(onRi I 13RE)-eligible toLl ntr its gram called Bolsa Escola to increase educa-fOCUSS le haVily Onl the delpriveCd tional attainment among poor children and
SegIllents Of tht population, to reduce the incidence of child labor. Cash
prnlol>te tlheir a lccess'. to higher grants were given to mothers (reflecting
Lualit\~ dC:LiAtion An d inClLiOittll iln evidence that women spend more on chil-
society :tnt,l deveh iOpnCelil (SeeC' 1 ix dren's education) to send children to school,covering a child's living expenses and the
On Birlzil). opportunity cost of attending school.
Africa at-id Soutlh Asia: Our The program has produced results and setan example as one model for increasing
intenisifiecl stipporlt lor Liniver-sal I educational attainment. For the year 2001-
prill-lnry Comnpletion is lDtlictulairly 02, some 11 million children, who would oth-f'OCuISeCl on thiesc reIgions. ihc 23 erwise have been engaged in labor, went to
lFA Fast-traclk co)unItlriCeS inClueIC school as a result of Bolsa Escola.
Ba Uln-clesl. the Demnocratlic
Re Pu Llit, of Colng,), India, Nigeria. indl1( PakikStiln. wh ich tOoct(illhr act cLOunt I a
a1Io)uLt SI I11illion If tI'e \1()I 1W s total otit-Ot-SC1o00 e )op)|la1ttiOnl.
Pro-poor policies: In hellping coun1111tries prepaIe p1)(eiry redCLICtioll Stralte-
giCs We stlron )1lv1\; 1C Vocilte etiLit::tioll lron iC:iCes t1ll rise Ovt rt-r Ir-CSOU1rces eli-
cicnltiv aInd improv'e access. ClUdity. nIllCI Ce_uity of' CeductLliOl I'()r
uI ncltrilprivilegtt'l clilclrcln.
26
HIV/AIDS: \Ve LirgeI CC)LlttlrieS to p-)Lt edcation-0 a,t the hieart of the H-1V/AlIDS-igencka. 1Po%eaiT dloes n(!ot awlways leadc tC) H-II/A11DS, buit the cliseaise indcis-
iutaly po\,erishies ai1ffcCted fam-ilieS-aIC GM CcandStrOy COu1 ntlneS7 en!i i.C edIL-
C.1iol S7sells V rap11idly erodlinlg theC SuplyJ)-~ (f techIders and1c adm11inistra"tor-S.
Early childhood development (ECD): FCD) canj paIy a \vital r-ole inl giving
poor- chiildreni ai solidi starta oni learninig achieemen and pttinlg thleml onl an
eCILKuaI f_ot inl~ gWithl theCir r-icher cohiors inl ten- ls of thieir- phvlsica I, s~c ia I * a cl
cognlitive( developmienlt.
Tertiary education and science and techniology (S&T). By supp1-or-tin-g
inlcreasedc alccess to tertiaiy) edcation10 we%I a,im1 tc) eXpandtlC emIploymenICt 11nCI
inCc)ine oppor0ltun1itieS for- underprlli\vilegeCd StUd1entS-thuLs lOWer-ing inleCuaLK-
ity-andc to foster .~ cohe'sive CUItlturs through(1 the VALues andI knoWAV-
eCdge thait SuICh edcaIItionl Can ilIImpar Suppor-()It for- S&,T is adiimed at fosterini-g
nieededl breakthrlouIghS inl fooCd scu Iit\v. helth(.\, water-, andc the envir-onet-iiimwhiichi rank amionig today\,'s mc)ost SerioLis pD\Jety chllenges.
"Forty-five youths have ... passedtheir ... examinations. Because theyhave not been able to find suitablejobs, they have j'oined the [armed]forces... There is uncertainty as tohow long they will be able to survive."
-A repor t fi uoni i fl~ik~ i xnit viae A on, I 01.i po i3 Sr'i Lankt
27
-I~~~~~~~~~~~I2
s - . ; ''a1.- _ t
Our Broader Education Agenda:Partnering for progress
Progress requires partnership T his lesson of experience clominates thechanges of the past clecacle in the World Bank's approach to developmentWorking in partnerslilp is key to building broad ownershiip of-and thus sus-taining-development activities it also helps scale up the overall develop-menit effort, by multiplying the ideas, capacity, and finance available tocountries in addressing the challenges they face
At the country level, our aim is to listen, understand, and support-througil analysis, advice, knowlecdge and inforimiation, and finance While thenational government remains the foremost partner within countries, the Bankincreasingly works withi parents, teachers, NGOs, foundations, ancl the pri-vate sector The need to foster local ownership and local communities cannotbe overstatecl it is largely at this level that creative solutions will be born,and sustained
28
At the international level we seek to cooperate around shared global
objectives, mobilize resources, and work to harmonize donor policics
atid procedures thiat can pose 111 IVOiCdable burI-Cden11 on atiCl rCCipienltS.
FIxam111ples of glolIal lartnershlilp incluICe:
Ecducaition for All, wNiose pr)ogress clepelnels crucially; On the CoIllill,
together 01c nIl6tipleC bDilaJtealand mIllCI ITUItilIaterl-A Ci1no0-S 111dt agecieS, inCILuC1-
in<g UJNE-.S(CO, the IJnitecl Nations agency resp o)nsiblcf 1-0r- edlucCatiOll
'Itlhc liank's lDeveloplrent Grint Facility (DCGF), ai mecaInisIll to support
eglobal or regional initiati\eS Undcertaken wvithl p1i ilers. ill w1hicil the
Bank's $14 millioni investment over the five years endledl Ju-ne 30, 2002
hals lever;:lgedl $130 million froml othier clonors
'Ihe UJnitedl Nations Tnteragency \Vorking GI(roupL on sciools indl ecluca-tiCon. whose wvork FOCuseS on1 the olobal: t target oe ich ieving a 25lic'lciCet re(dlutiOn in inifectioIn rates amiong young pecple b)y 2010
Tlie Africai Virtual Tiniversity. a ni11ow inllCep'endInt 'unliverSitV WithOuIt
w\-alls" originally pilotecl in 1997 b)y the lankl ancl 12 Africanl, EIuropeaI.
a11ndl Noitlh Americi:m IluliVCI-SitiCS to lpeti) Africa leaplf),rog int(:) the
Knovledge Age
Ani important partner, within the World Bank Group, is the
International Finance Corporation (IFC), the illStitUtiOnslS plixVIlc SeCt(lrar1m1. IFEC is Sh enIgHilCini ng its sLi pp )lt H or Iraivate limi ncinig anrl Idl-ovisio)ni of
eclucaltion, to hielp explancl aLccess to quality ecducation in tile conltext of
scalrce public resi -C0ceCs. Priority areaIs a1re tertia-ry cciaLtion, techInicatl aIndC
vocational trlining. techlnolOgv-batSeCd aInd Clista1ncc CeducLatioll, andC stuLICent
financingu-areas in wliicIi potential forl- progress, l)v miIb lizinig tie l)iiva te
sector, is greatest.
Helping Universities in Peru
In August 2000, IFC approved a $7 million loan to Universidad Peruana de CienciasAplicadas to expand and modernize its facilities, enhance its computer network, andsupport its student loan and scholarship programs. UPC's focus on internships andlinkages with Peruvian professional sectors maximizes career opportunities for itsgraduating students.
29
I- F~~~~~5
~Th Roa Ahead&-/(_ I -,--' ' -f
t~~~ -t< w , ' =-, Jf
Progress is imperative-and possible. Indeed, draimatic im provements are
within reach, where political will is strong, effective reforms are adopted. and
international support is adequate
Countr-ies such as Brazil, Eritrea, the Gambia, Guatemala, and Uganda
demonstrate that gains of 20 percentage points in primaly completion rates
can be made in less than a decacle Countries such as Guinea, Malawl,
MauLitania, ancl Uganda have dramatically expanded their education systems,
Guinea with a remarkable erosion of its gencler gap
The central challenge is to scale up these successes. More and more coun-
tries need to accelerate progress in education, to increase access, particularly
for those most disadvantaged, and to improve quality and relevance, so all
children, youtil, and adults enjoy healthier, more productive, and more
peaceful lives
30
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